Compulsory Modules

Semester 1

The course will cover the following topics:
• What is Social Research?
• Research design
• The importance of ethics in social science research
• Quantitative data collection, analysis and presentation (sampling, surveys, interviews, questionnaire research, content analysis and the use of secondary data in social
research).
• Qualitative data collection, analysis and presentation (ethnographies, qualitative interviews, observational research, focus groups, the uses of
documents in social research.
• An introduction to multi-method research.
• Preparing for your dissertation

This module introduces students to Sociology. The module runs over two semesters giving students a comprehensive sociological foundation to some of the key sociological issues and debates.
The module introduces following aspects of social sciences:
Semester 1
The nature of social sciences and relations between key disciplines and methods (2 weeks).
Interaction and communication (2 weeks)
Life course and the family (2 weeks)
Gender and socialisation (2 weeks)
Culture and media (2 weeks)
Semester 2
Social stratification, Education and work (2 weeks)
Organisations and institutions (2 weeks)
The environment, urbanisation (2 weeks)
Political Sociology and social movements (2 weeks)
Globalisation (2 weeks)

This module will provide an exploration of the ways and means by which welfare is delivered to service users and patients. It will examine personal, social, economic and political aspects of health and social care, and consider some of the moral and philosophical issues raised. The course also traces the development and use of concepts such as social need, health care need, welfare, social justice and equality, citizenship and social exclusion amongst others within the framework of the policy process. Students will consider a series of substantive issues, e.g. the care of older people, child protection, services for people with mental health problems, etc. Students will become familiar with a variety of theoretical perspectives used by the social sciences. They will examine the main institutions of health and welfare, and consider some of the main dilemmas of our age, e.g. how to balance individual and collective responsibilities; how to balance the needs of carers, and those receiving care; and how to address some of the ethical issues raised by modern medicine. To what extent should the state be involved in the provision of welfare - residually or universally? To what extent does the state amplify or produce social inequalities?

1. Introduction: From Past to Present: Some ideas on how to make the best of your existing skills as you move to university-level study. Learn some of the basics of studying History and/or Archaeology at Bangor.
2. Library skills and making intelligent use of the web: Looking at what to expect in the university library, how to use reading lists, how much to read and what to do with all those electronic resources at your disposal.
3. From chaos to order: organisation and note-taking. How to plan and organise your work, and how to make wise decisions when taking notes from books, articles and lectures.
4. Avoiding plagiarism: Learn why cutting and pasting from the web is bad practice, and why academic misconduct is treated very seriously. Learn as well how to avoid this by referencing effectively i.e. using evidence, footnotes and compiling solid bibliographies.
5. Essays and making a good (grammatical) impression: Understand what the essay question actually wants you to do, how to structure your work, and how to develop an argument. Gain insight into some of the common errors in History and Archaeology essays, and see why good spelling and punctuation are crucial.
6. Historiography: How to make sense of all these academics saying different things and disagreeing with each other. What are the differences (and similarities) between ‘academic’ and ‘popular’ history?
7. Analysis and critical thinking: Or, how to move beyond just describing the past. Understand what your tutor means by telling you to be more critical.
8. Make your voice heard: competent communication: Understand why it’s important for you to communicate your ideas clearly, and how you can prepare effectively for presentations.
9. Documents and sources: Learn how historians use different types of documents and artefacts, and explore how you can analyse them yourself.
10. Far-reaching feedback: What is the purpose of feedback, and how are different types of assignments marked? Learn that you need to look beyond your mark to improve your work.
11. Exam technique: How to keep it together in exams, and how to deduce what exam questions actually want you to do.

Semester 2

The course will cover the following topics:
• What is Social Research?
• Research design
• The importance of ethics in social science research
• Quantitative data collection, analysis and presentation (sampling, surveys, interviews, questionnaire research, content analysis and the use of secondary data in social
research).
• Qualitative data collection, analysis and presentation (ethnographies, qualitative interviews, observational research, focus groups, the uses of
documents in social research.
• An introduction to multi-method research.
• Preparing for your dissertation

This module introduces students to Sociology. The module runs over two semesters giving students a comprehensive sociological foundation to some of the key sociological issues and debates.
The module introduces following aspects of social sciences:
Semester 1
The nature of social sciences and relations between key disciplines and methods (2 weeks).
Interaction and communication (2 weeks)
Life course and the family (2 weeks)
Gender and socialisation (2 weeks)
Culture and media (2 weeks)
Semester 2
Social stratification, Education and work (2 weeks)
Organisations and institutions (2 weeks)
The environment, urbanisation (2 weeks)
Political Sociology and social movements (2 weeks)
Globalisation (2 weeks)

This module will provide an exploration of the ways and means by which welfare is delivered to service users and patients. It will examine personal, social, economic and political aspects of health and social care, and consider some of the moral and philosophical issues raised. The course also traces the development and use of concepts such as social need, health care need, welfare, social justice and equality, citizenship and social exclusion amongst others within the framework of the policy process. Students will consider a series of substantive issues, e.g. the care of older people, child protection, services for people with mental health problems, etc. Students will become familiar with a variety of theoretical perspectives used by the social sciences. They will examine the main institutions of health and welfare, and consider some of the main dilemmas of our age, e.g. how to balance individual and collective responsibilities; how to balance the needs of carers, and those receiving care; and how to address some of the ethical issues raised by modern medicine. To what extent should the state be involved in the provision of welfare - residually or universally? To what extent does the state amplify or produce social inequalities?

Wales in the age of Owain Gwynedd and Lord Rhys; Gerald of Wales; rise of Llywelyn ap Iorwerth in Gwynedd and over much of the rest of Wales; the reign of Dafydd ap Llywelyn and succession to Gwynedd; the hegemony and downfall of Llywelyn ap Gruffudd, prince of Wales; poetry and history writing in medieval Wales; Welsh political aspirations in l4th century; Owain Glyndŵr and his movement; Brutus, 1485 and political prophecy; Wales and the Reformation; Wales and the Renaissance; Wales and 16th-century politics – the Acts of Union.

Compulsory Modules

Semester 1

This module traces the development of the Personal Social Services in Wales and England , and analyzes the organisation of the services.Consideration is given to the importance of values in social work and social care and in particular the emphasis given to anti-discriminatory and anti-oppresive practice.The contemporary social framework is explored, and the module also examines the personal social needs of groups such as children and families, older people , people with disabilities, and people who experience mental health problems.The module examines how these needs can be met by implementing policies such as Care in the Community and the Mixed Economy of Care.Consideration is given to developments and provision
within some other European Union countries.The future of the Personal Social Services is also considered in view of current government policies.
Lecture Programme:
Lecture 1: An introduction to the module- what is the Personal Social Services?
Lecture 2: The development of the Personal Social Services
Lecture 3: The values of social care and social work
Lecture 4: Poverty, Social Exclusion and Social Work
Lecture 5: Child Protection: Definitions and significant developments /Theories of child abuse
Lecture 6: Looked After Children (Foster Care, Adoption and Group Care)
Lecture 7: Reading week
Lecture 8: Community Care Policy and the Mixed Economy of Care
Lecture 9: Older People in Society (including Dementia)
Lecture 10: Physical Disability and Learning Disability – developments in policy and practice
Lecture 11: Mental Illness – models of causation
Lecture 12: The Future of the Personal Social Services /Review and Revision

Semester 2

This module will examine the explanations for, and the experience of, poverty in the UK and in comparative perspective. It will aim to address the following aspects:
1. Defining poverty – how is poverty defined? What is social exclusion? How important is inequality?
2. Explaining poverty - how has the persistence of poverty been explained? This will look particularly at ‘pathological’ explanations involving a ‘culture of poverty’ or the
existence of an ‘underclass’
3. The risk of poverty – who is most at risk of being poor, and what are the possible consequences?
4. Experiencing poverty - what does it mean to be poor in the UK today?
5. Dimensions of poverty - what are the various dimensions of poverty, including income, wealth, health, education and housing.
6. International issues – can we ‘make poverty history’?
7. Confronting poverty – what policies are most effective against poverty? Is poverty or inequality the real problem?

Optional Modules

60 credits from:

The first part of the course is concerned with the use of the past made by historians and commentators such as politicians, the way traditions are invented (and destroyed), and introduces the different historiographical schools. The second part covers some historiographical (ie. concerned with the art of writing history) issues with emphasis on the various ideas about the study and writing of history which have developed over the last two centuries and which students need to understand in order to engage confidently with the different approaches which professional historians take to their work. This is taught through a case-study approach where students can apply the different approaches studied in the first part of the course to specific controversial historical subjects. The course will cover the following topics: Whig and Tory history, Ranke, the professionalisation of the study of history, nations, empire, structuralism, post-structuralism, revisionism, counter-factual history, case studies may change from year to year but will include topics such as The Peasants’ Revolt, The English civil war, the outbreak of world war one; suffrage, consumerism, the Welsh in history, the Reformation. American Civil war, Cold War; Oral history; National identity.

The student normally spends one day a week during the appropriate semester, and in total about 70 hours, working in an archives office, an archaeological unit or a museum service undertaking specific tasks of a practical as well as an academic nature as given them by the officer(s) in charge. These typically include drawing up inventories, collating field evidence, drawing up catalogues of discrete manuscript or artefact collections, as well as at times dealing with public enquiries.
Currently the Department has agreements with most of the archive record offices in north Wales, but especially at Caernarfon and Llangefni, with the Gwynedd Archaeological Trust, with Oriel Bangor and Oriel Môn at Llangefni and the regimental Museum at Caernarfon. Approved excavation training courses may qualify if of sufficient duration and rigour and conform to the Course Guidelines.
Students should also be aware that there are health and safety implications to all placements.

The course concentrates upon political and religious history - but social, cultural, economic and intellectual aspects are also considered where they are relevant to the core of the course. Major topics explored include:
The ‘crisis’ of the 1590s; The impact of the arrival of the Stuart dynasty; Divisions in English Protestantism; Charles I’s Personal Rule, and the outbreak of civil war; The course of the conflict, and attempts at a settlement; The reasons for the regicide; The English Republic and the restoration, 1649-1660

The nature of the late medieval region; Luther's teaching; the early spread of the Reformation in town; the Peasants war; radical reformation and protestant divisions; the reformation in kingdoms and principalities; Calvinism and its association with revolt; the origins and nature of the counter-reformation; comparison of sixteenth century protestantism and catholicism.

One of the key themes of this module is the interaction between the Roman army and native populations, and the subsequent evolution of distinct frontier societies. Contextualisation will be central to the investigation of the archaeology. Examination of material evidence from military and civilian sites will include settlement, burial and environmental evidence. Iconographic and epigraphic evidence will also be examined, as will contemporary written sources (e.g. the Vindolanda letters). Key issues explored will centre on continuity and change, and topics will include syncretism and native resistance. The history of Roman scholarship and its influence on perceptions of frontier life forms an important aspect of this course, with particular emphasis given to current post-colonial approaches.

Britain at the outbreak of war;
Dawn of a new Jerusalem;
The Attlee governments, 1945-51;
The affluent society ?
The Wilson governments;
Heath to Thatcher
The decline of socialism
Social attitudes and class;
Youth culture
Thatcherism to the Third Way;
New Labour
The break-up of Britain ?.

Lectures
1. The origins of archaeological theory
2. The ‘New Archaeology’ and post processualism
3. Marxist and structuralist approaches in archaeology
4. The post-processualist critique
5. Multi disciplinary approaches to the archaeological record
6. The archaeology of people and social relations
7. Towards an archaeology of gender
8. Approaches to the study and interpretation of material culture
9. Contemporary approaches to archaeological landscapes
10. Understanding the built environment
11. The archaeology of ritual and religion
12. Archaeology in theory and in practice
Seminars
1. The identification of cultural groups from archaeological evidence
2. The loss of innocence and the development of the ‘New Archaeology’
3. Symbolic and structural archaeology
4. Re-constructing an interpretive archaeology
5. Social evolution and cognitive archaeology
6. How were past societies organised?
7. Representing gender in the archaeological past
8. Art or artefact: key debates in material culture studies
9. Experiencing the past: a phenomenology of landscape
10. House form and culture
11. What is ritual and religion and can we identify them in the archaeological record?
12. Critical approaches to archaeological fieldwork

Individual, group, local, regional, national and global identities; museums; political and cultural role of archaeology and history, the heritage in minority groups, the heritage of elites, oral culture, heritage and the nation state, the creation of heritage-based identities in past societies.

1. The fall of the western Roman empire; 2. The foundation of the `barbarian¿ kingdoms; 3. Merovingians and Carolingians; 4. Charlemagne; 5. The papacy and monasticism; 6. Justinian and the Byzantine revival; 7. Culture and society; 8. Towns and economy; 9. The Vikings and the foundation of Normandy; 10. The birth of Islam and the creation of the caliphate of Cordoba. Students taking the course will study these topics using both primary sources (such as Gregory of Tours, Paul the Deacon, Einhard¿s Life of Charlemagne) and the modern historiography.

1. Introduction - the creation of the kingdom, 1000-1130; 2. Roger II: the establishment of a new monarchy, 1130-1154; 3. Court culture and race relations; 4. Roger II's assizes: law and kingship; 5. Government in Sicily under the kings; 6. Reign of William I `the Bad', 1154-1166; 7. Reign of William II `the Good', 1166-1189; 8. The mosaics of the Norman kingdom¿Cefalu, Palermo and Monreale; 9. The church and the kings; 10. The chroniclers: Alexander of Telese and Hugh Falcandus. Students taking the course will study these topics using both primary sources (including the art produced in the kingdom) and the modern historiography.

(1) Introduction to the module, British Empire and Imperial Studies
(2) Governing the Empire
(3) British Policy and Trade
(4) Technological Change
(5) Scientific Exploration
(6) The Empire: Asia
(7) The Empire: America
(8) The Empire: Africa
(9) The Empire: Australasia
(10) The British Empire and the Approach of War
(11) Concluding lecture

1. War, Empire and Modernisation: The Boer War, WWI and an overview of the period.
2. Royalty and national identity: the Edwardian era; 1911 Investiture of the Prince of Wales; the Abdication Crisis.
3. Technological modernisation: Electricity, the wireless and motors. Case study of the Wembley Exhibition
4. Britain on the Breadline: health, living conditions and depression
5. Whippets, fish & chips and gambling: Workers, socialism and leisure
6. Nationalism and identity: Wales, Ireland and Scotland.
7. Ideology and the prelude to 1939 in Britain. A case study of Oswald Mosley and the British Union of Fascists.
8. Women in Love: Gender roles and fashion. A case study of the Mitford sisters
9. Bright Young People: Sexuality, aristocracy and decadence
10. Popular music: music halls, Jazz and Americanisation.
11. From bodyline bowling to mountaineering: Sport and society 1900-1939.
12. Workshop: Film and Jazz Age Britain
13. 1 day field trip to Manchester: Museum of Science and Industry and the People’s History Museum (including access to the Labour Party Archive)

This module explores the following themes:
1. Introduction: From the ‘Castle Story’ to Current Thinking; 2. The Origin of the Castle; 3. ‘The King of the Castle’: Great Towers and Keeps; 4. ‘An Englishman’s Home is his Castle’?: The Castle as Lordly Residence; 5. The Castles of the Crusaders 1098-1291; 6. Castles and the Chivalric Ideal; 7. The Castles of Wales 1066-1415; 8. Castles and Elite Landscapes; 9. The Decline of the Castle?; 10. Romantic Ruins? Artists, Poets and the Heritage Industry
You will be given an opportunity to focus in-depth on these themes and on the underpinning primary sources in your seminars.

Students should chose 60 credits of modules, they do not have to take Dehongli'r Gorffennol/Debating History but it does remain an option. They do, have to take at least one general module (code beginning HGH/HGC/HGW) over level 5 and 6 as a whole

20 credits from:

There will be no set curriculum - rather this will emerge each time the module is taught depending on staff and student interests. The approach adopted will be to devote the first workshop to identifying themes and issues to be addressed, and to draw up the curriculum for that academic session in collaboration between staff and students.
The workshop style of teaching and learning will allow emerging issues and contemporary debates to be addressed.
Possible topics to be covered:
Should drugs be legalised?
Social control and the media
Thinking critically about criminology
Should there be a sociology of the environment?
Exploring disaster capitalism
Girls will be girls and boys will be boys – debunking the myth of gender.
Exploring the relationship between inequality and capitalism
Radicalisation, immigration, identity and racism.
The Arab Spring
Riots and civil liberties
Thinking beyond the norm – the rationalization of ‘them’ and ‘us’

Media stories on crime and law are numerous. They form an object of inexhaustible interest to audiences. Many people learn about crime and law from the media, especially from newspapers, books and films. Media portrayals often contributed decisively to changes in public opinion and politics. Also, deviant behaviour can be influenced by media. Media construct deviance (e.g. by identifying `folk devils`), but media also offer cultural templates for people involved in deviant activities.
The class deals with the cultural and political significance of media portrayals of crime and law. Students learn about economic, political, legal and other backgrounds. Major narratives employed by the media will be identified. The standard patterns of telling and other technical means of the media are analysed. The audience's reaction to media portrayals and its use of media also form a topic for the class.

The structure of the module covers following topics:
1. The nature of social diversity and identies.
2. The scope of social inequalities in the global, national and local contexts;
3. the class and economic inequalities;
4. Gender inequalities and sexualities;
5. Race and ethnicities;
6. Nationality;
7. Consumer culture and subcultures
8. New types of inequalities in global age.

1. What is Social Work? Describing and defining Social Work.
2. You and Social Work. What do Social Workers do and where do they work?
3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice.
4. The Legal and Organisational context in which the Social Work process occurs.
5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice.
6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society.
7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need;
Assessment and Oppression; Multi-disciplinary assessment.
8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation
and Partnership.
9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children.
10. Social Work processes: Reflective practice; Review stages in social work; Endings.

1. What is Social Work? Describing and defining Social Work.
2. You and Social Work. What do Social Workers do and where do they work?
3. Values and Ethics for Social Work. Codes of Practice for Social Work Practice.
4. The Legal and Organisational context in which the Social Work process occurs.
5. Research and service user and carer experiences – analysing serious case reviews in social work and how they inform current social work practice.
6. Anti -oppressive practice. Identity and understanding oppression and the many faces of oppression in society.
7. Social work process: Assessment: Theories and Models (Questioning model, Procedural model, Exchange model and Narrative) Assessment of Risk and Need;
Assessment and Oppression; Multi-disciplinary assessment.
8. Social Work process: Systems Theory as an underpinning approach to social work interventions; User participation; Theories of Empowerment; Advocacy, Negotiation
and Partnership.
9. Social Work processes: Communication- Interviewing skills and structure; Questioning; Responding; Barriers; Using interpreters; Interviewing children.
10. Social Work processes: Reflective practice; Review stages in social work; Endings.

Workshop topics include:
How to help young people who are not in education, employment or training needs (NEETS);
Encouraging more men into in care related professions;
How to create inclusive work places for transgender employees and understanding/tackling hate crime.

40 credits from:

The report and dissertation will set the chosen research in its broader context e.g. historiography, theoretical framework, geographical and historical framework. It will set research questions and a structure will be worked out. It will describe and analyse the chosen topic using a range of relevant secondary and primary evidence. The project will be written up in an ordered and academic manner.

Optional Modules

20 credits from:

The student normally spends one day a week during the appropriate semester, and in total about 70 hours, working in an archives office, an archaeological unit or a museum service undertaking specific tasks of a practical as well as an academic nature as given them by the officer(s) in charge. These typically include drawing up inventories, collating field evidence, drawing up catalogues of discrete manuscript or artefact collections, as well as at times dealing with public enquiries.
Currently the Department has agreements with most of the archive record offices in north Wales, but especially at Caernarfon and Llangefni, with the Gwynedd Archaeological Trust, with Oriel Bangor and Oriel Môn at Llangefni and the regimental Museum at Caernarfon. Approved excavation training courses may qualify if of sufficient duration and rigour and conform to the Course Guidelines.
Students should also be aware that there are health and safety implications to all placements.

The course concentrates upon political and religious history - but social, cultural, economic and intellectual aspects are also considered where they are relevant to the core of the course. Major topics explored include:
The ‘crisis’ of the 1590s; The impact of the arrival of the Stuart dynasty; Divisions in English Protestantism; Charles I’s Personal Rule, and the outbreak of civil war; The course of the conflict, and attempts at a settlement; The reasons for the regicide; The English Republic and the restoration, 1649-1660

The nature of the late medieval region; Luther's teaching; the early spread of the Reformation in town; the Peasants war; radical reformation and protestant divisions; the reformation in kingdoms and principalities; Calvinism and its association with revolt; the origins and nature of the counter-reformation; comparison of sixteenth century protestantism and catholicism.

One of the key themes of this module is the interaction between the Roman army and native populations, and the subsequent evolution of distinct frontier societies. Contextualisation will be central to the investigation of the archaeology. Examination of material evidence from military and civilian sites will include settlement, burial and environmental evidence. Iconographic and epigraphic evidence will also be examined, as will contemporary written sources (e.g. the Vindolanda letters). Key issues explored will centre on continuity and change, and topics will include syncretism and native resistance. The history of Roman scholarship and its influence on perceptions of frontier life forms an important aspect of this course, with particular emphasis given to current post-colonial approaches.

1. Britain at the outbreak of war;
2. Dawn of a new Jerusalem;
3. The Attlee governments, 1945-51;
4. The affluent society;
5. The Wilson governments;
6. Social attitudes and class;
7. Thatcherism to the Third Way;
8. The break-up of Britain.

Individual, group, local, regional, national and global identities; museums; political and cultural role of archaeology and history, the heritage in minority groups, the heritage of elites, oral culture, heritage and the nation state, the creation of heritage-based identities in past societies

1. The fall of the western Roman empire; 2. The foundation of the `barbarian¿ kingdoms; 3. Merovingians and Carolingians; 4. Charlemagne; 5. The papacy and monasticism; 6. Justinian and the Byzantine revival; 7. Culture and society; 8. Towns and economy; 9. The Vikings and the foundation of Normandy; 10. The creation of the caliphate of Cordoba. Students taking the course will study these topics using both primary sources (such as Gregory of Tours, Paul the Deacon, Einhard¿s Life of Charlemagne) and the modern historiography.

1. Introduction - the creation of the kingdom, 1000-1130; 2. Roger II: the establishment of a new monarchy, 1130-1154; 3. Court culture and race relations; 4. Roger II¿s assizes: law and kingship; 5. Government in Sicily under the kings; 6. Reign of William I `the Bad¿, 1154-1166; 7. Reign of William II 'the Good', 1166-1189; 8. The mosaics of the Norman kingdom - Cefalu, Palermo and Monreale; 9. The church and the kings; 10. The chroniclers: Alexander of Telese and Hugh Falcandus. Students taking the course will study these topics using both primary sources (including the art produced in the kingdom) and the modern historiography.

(1) Introduction to the module, British Empire and Imperial Studies
(2) Governing the Empire
(3) British Policy and Trade
(4) Technological Change
(5) Scientific Exploration
(6) The Empire: Asia
(7) The Empire: America
(8) The Empire: Africa
(9) The Empire: Australasia
(10) The British Empire and the Approach of War
(11) Concluding lecture

1. War, Empire and Modernisation: The Boer War, WWI and an overview of the period.
2. Royalty and national identity: the Edwardian era; 1911 Investiture of the Prince of Wales; the Abdication Crisis.
3. Technological modernisation: Electricity, the wireless and motors. Case study of the Wembley Exhibition
4. Britain on the Breadline: health, living conditions and depression
5. Whippets, fish & chips and gambling: Workers, socialism and leisure
6. Nationalism and identity: Wales, Ireland and Scotland.
7. Ideology and the prelude to 1939 in Britain. A case study of Oswald Mosley and the British Union of Fascists.
8. Women in Love: Gender roles and fashion. A case study of the Mitford sisters
9. Bright Young People: Sexuality, aristocracy and decadence
10. Popular music: music halls, Jazz and Americanisation.
11. From bodyline bowling to mountaineering: Sport and society 1900-1939.
12. Workshop: Film and Jazz Age Britain
13. 1 day field trip to Manchester: Museum of Science and Industry and the People’s History Museum (including access to the Labour Party Archive)

Conceptualizing gender
Feminisms
Men and masculinities
Social movements
Families, intimacy and sexuality
Gender and schooling
Gender and work
Gender and the media
Representations of gender in popular culture
Cyberspace and technology
Methodologies
Gender mainstreaming
Gender from a worldwide perspective

• Influential sociological perspectives on mental health and illness.
• The social patterning of mental illness, according to social class, age, gender and ethnicity.
• The historical and contemporary organisation of psychiatry, its professional power and governmentality.
• Anti-psychiatric and lay perspectives on mental health, service-user movements and patient power.
• Current policy issues, debates and service structures.
• Social stress theories.
• Intellectual disabilities and mental health.
• Dual diagnosis: mental health & addictions.
• Trauma and the impact of life events.

This module introduces students to some of the key current issues in housing policy, concentrating on the three key areas of quantity, quality and affordability. It examines the factors affecting the supply of, and demand for, housing, and explores the characteristics of the different tenures people may experience during their housing careers, looking at contemporary issues in each housing tenure. The module will also examine housing standards, and the policies for maintaining housing quality, together issues of housing finance. It will explore the managerial context of social rented housing which has undergone considerable change both governmentally [through devolution] and administratively [through a changing mix of local authorities, housing associations and other social rented housing agencies].